U.S. patent number 3,869,813 [Application Number 05/404,860] was granted by the patent office on 1975-03-11 for teaching device for forming intelligence characters.
Invention is credited to Raymond E. Hancy.
United States Patent |
3,869,813 |
Hancy |
March 11, 1975 |
Teaching device for forming intelligence characters
Abstract
There is provided an improved structure for teaching the
formation of intelligence characters. A planar card is provided
including a visible representation of a character formed of at
least one stroke element and a plurality of individually inclined
finger slides projecting out of the plane of the card for
encouraging movement of the finger in a desired direction along the
stroke path of the element.
Inventors: |
Hancy; Raymond E. (Brook Park,
OH) |
Family
ID: |
23601348 |
Appl.
No.: |
05/404,860 |
Filed: |
October 10, 1973 |
Current U.S.
Class: |
434/163;
D18/26 |
Current CPC
Class: |
G09B
11/04 (20130101) |
Current International
Class: |
G09B
11/04 (20060101); G09B 11/00 (20060101); G09b
011/04 () |
Field of
Search: |
;35/37,36,38,35A,22R |
References Cited
[Referenced By]
U.S. Patent Documents
Primary Examiner: Grieb; Wm. H.
Attorney, Agent or Firm: McNenny, Farrington, Pearne &
Gordon
Claims
What is claimed is:
1. A device for teaching the formation of intelligence characters
comprising:
a. a planar card including a visible representation of a character
formed of at least one stroke element, and
b. a plurality of individual inclined plane finger slides having a
major portion of the surface thereof projecting above the plane of
said card and lying along a predetermined stroke in forming said
character and configured to encourage movement of the finger in a
desired direction along said stroke element.
2. A device in accordance with claim 1 which is further
characterized by means projecting above the plane of the card at
the desired beginning of a stroke for guiding the finger in the
proper direction toward said finger slides.
3. A device in accordance with claim 1 which is further
characterized by stop means for resisting finger movement at the
end of a stroke element.
4. A device in accordance with claim 1 wherein at least a portion
of a stroke element includes finger slides which are easily
retraced in the opposite direction.
5. A device in accordance with claim 1 wherein the finger slides
are unidirectional.
6. A device in accordance with claim 1 wherein the finger slides
include a relatively long inclined plane portion and an abrupt
cliff portion.
7. A device in accordance with claim 6 wherein the cliff portions
of succeeding finger slides are oriented in the same direction
along the stroke element.
8. A device in accordance with claim 1 wherein at least one stroke
element includes a curved portion.
9. A device in accordance with claim 8 wherein the finger slides on
the curved portion of the stroke element are inclined in a
transverse direction toward the interior of the curve.
10. A device in accordance with claim 1 wherein the stroke element
is slightly raised out of the plane of the card and the finger
slides project above the plane of said stroke element.
11. A device for teaching the formation of intelligence characters
comprising:
a. a planar card including a visible representation of a character
formed of at least one stroke element;
b. a plurality of individual inclined plane finger slides
projecting above the plane of said card and lying along a
predetermined stroke path in forming said character and configured
to encourage movement of the finger in a desired direction along
said stroke element;
c. means projecting above the plane of the card at the desired
beginning of a stroke for guiding the finger in the proper
direction toward said finger slides; and
d. stop means for resisting finger movement at the end of a stroke
element.
12. A device in accordance with claim 11 wherein at least a portion
of the stroke element includes bidirectional finger slides which
are easily retraced in the opposite direction.
Description
BACKGROUND OF THE INVENTION AND PRIOR ART
This invention relates as indicated to a teaching device to aid in
teaching the formation of intelligence characters such as the
alphabet and numerals. In my previous U.S. Pat. No. 3,197,892 dated
Aug. 3, 1965, I have provided a structure especially adapted for
use with a writing instrument such as a pencil and which is
characterized by a series of serrations which enable movement of
the writing instrument in one direction and resist movement in the
opposite direction. These serrations are also recessed relative to
the plane of the top surface to prevent deviation from the line of
a given stroke. Thus, the student learns the proper direction of a
stroke in forming an intelligence character and its geometric
configuration. In use, the writing instrument is first traced over
the stroke element in the proper direction and confined from
lateral deviation by the edges of the recess, and the student then
seeks to reproduce what he has traced on a plain sheet of
paper.
Another such device is shown in the U.S. Pat. to Bethune No.
3,314,171 which also includes recesses and seeks also to impart
knowledge of the "air strokes" to be experienced by the student in
forming a given letter.
The present invention contemplates a different form of teaching
device and is distinguished from prior art devices in several
respects including most notably the fact that no lateral restraint
is imposed to prevent deviation from a predetermined stroke path.
The major part, and preferably all, of the surface area of the
finger slide members lies above the plane of the card on which the
character is placed.
The alphabet of the present invention contains, therefore, the
essential structure necessary to convey the expression of innate
sensory response into the more complex perspective movements
required of reading and writing. It is necessary that this approach
be thought of as a bridge between the void of unorganized sensory
data and the direction of organized thought process. The goal is
then to utilize the sensory mechanisms in such a manner as to
induce insight in the problem-solving situation. Further
development is then predicted upon proper structuring of the
acquired knowledge and skills until the student no longer relies
upon the sensory factors for information. The student is then
responding to an automatic learned response through which fluency
and movement are an asset to the functional goals.
The object of superimposing raised directional finger slides over
letters and numbers is to provide the student with a tool designed
to create insight into line forms and the structural relationships
of those line forms. The raised finger slides accomplish this by
stimulating sensory responses that transmit a directional movement
to the learner.
The correct movements are achieved through perceptual insight that
ultimately produces the desired response in the learner. Thus, when
error occurs, the learner loses contact with the line and its
directional movement. By his action and his choice, the learner may
discriminate and evaluate reasonable alternatives. To correct the
error, the student must choose to return to the line form.
BRIEF STATEMENT OF THE INVENTION
Briefly stated, the present invention is in the provision of a
device for teaching the formation of intelligence characters. This
device comprises a planar card desirably formed of a relatively
stiff plastic sheeting material and including a visible
representation of a character formed of at least one stroke
element. A plurality of individual inclined plane finger slides are
provided at least a major portion of the surface of which projects
above the plane of the card and which finger slides lie along a
predetermined stroke used in forming the character. The finger
slides are configured to encourage movement of the finger in a
desired direction or in some cases directions along the stroke
element. Where straight line stroke elements are involved, means
may be conveniently provided which project above the plane of the
card at the desired beginning of the stroke and which serve to
guide the finger in the proper direction toward the succeeding
finger slides. In more specific embodiments, stop means may be
provided for interrupting or resisting finger movement at the end
of a stroke element. In the cases of intelligence characters which
may require retracing of at least a portion of a stroke element
such as in the capital letter B or the numeral three as frequently
formed, the finger slides are so configured as to be bidirectional
and to permit ready movement of the finger in a retracing
operation. In still more specific embodiments where curved stroke
elements are encountered, the finger slides are conveniently
inclined in a transverse direction toward the center of the
curve.
BRIEF DESCRIPTION OF THE DRAWINGS
FIG. 1 illustrates the structure of a device for teaching the
formation of the letter R.
FIG. 2 is a cross-sectional view of a portion of the device shown
in FIG. 1 as it appears in the plane indicated by the line
2--2.
FIG. 3 is a partial cross section and partial elevation of the
device as shown in FIG. 1 as it appears in the plane indicated by
the line 3--3.
FIG. 4 is a fragmentary cross-sectional view of the device shown in
FIG. 1 as it appears in the plane indicated by the line 4--4.
FIG. 5 is a top elevation of a portion of a device which must be
retraced in forming the letter or character.
FIG. 6 is a cross-sectional view of the portion shown in FIG. 5 as
it appears in the plane indicated by the line 6--6.
FIG. 7 illustrates the structure of a device for teaching the
formation of the letter B.
FIG. 8 is a plan view of cards depicting the invention with respect
to the letters A, C, D, E, and F.
FIG. 9 is a plan view of cards depicting the invention with respect
to the letters G, H, I, J, and K.
FIG. 10 is a plan view of cards depicting the invention with
respect to the letters L, M, N, O, and P.
FIG. 11 is a plan view of cards depicting the invention with
respect to the letters Q, S, T, U, and V.
FIG. 12 is a plan view of cards depicting the invention with
respect to the letters W, X, Y, and Z.
FIG. 13 is a plan view of cards depicting the invention with
respect to the numerals 0, 1, 2, 3, and 4.
FIG. 14 is a plan view of cards depicting the invention with
respect to the numerals 5, 6, 7, 8, and 9.
DETAILED DESCRIPTION OF THE DRAWINGS
Referring now more particularly to FIGS. 1-4 inclusive, there is
here shown for illustrative purposes the capital letter R. In the
manner in which it is desired to be taught, the capital letter R
depicted on a card 8 is formed from a downward straight line stroke
element 10 slightly raised above the plane of the card 8 as the
first element which is formed. The number of the stroke is
conveniently indicated by a triangular shaped mark 12 of
contrasting color to the stroke element, for example a yellow
triangle 12 on a black stroke element 10 with the apex thereof
pointed in the direction desired to be traced. The stroke element
10 is provided with a plurality of inclined plane finger slides 14
projecting above the plane of the card 8 and disposed along the
stroke element 10 at regularly spaced intervals. The inclination of
the finger slides 14 is upwardly toward a crown 11 above the plane
of the card 8. As best shown in FIG. 4, the inclined plane finger
slides are provided with a relatively long ramp portion 16 and a
relatively short abruptly declining cliff or return portion 18
returning to the plane of the stroke element. The surface of the
ramp portions 16 may, if desired, be slightly dished or concave to
better accommodate the contour of the tracing finger.
With the inclined plane finger slides 14 arranged as shown in the
stroke element 10, movement of the finger in the direction
indicated by the apex of the triangle 12 is quite easy and
transmits through the finger of the student a feeling of ease of
movement although interrupted by the noticeable effect of dropping
to the plane of the stroke element 10 or the card 8 over the cliff
portion 18. In order to indicate the end of a stroke, it is
convenient to provide a finger stop 20. This is conveniently a
member raised above the plane of the card 8 and configured to
receive the finger of the student in such a way as to create a
perception in the student that the tracing movement of the finger
should be stopped at this point. To facilitate the learner in
beginning a stroke, there is provided a projection 13 raised above
the plane of the card for guiding the finger in the proper
direction toward the finger slides.
The second stroke in the formation of the letter R is formed along
the stroke element 22. Again, there are provided inclined plane
finger slides 24 which lie along a straight portion, and curved
inclined plane finger slides 26 which describe a semicircular arc
and lead into a further straight portion moving in an opposite
direction and comprised of finger slides 28. Finger slides 24, 26,
and 28 are of generally the same construction as finger slides 14.
The cliff portions 30 are in the same direction along the path
which is to be followed by the finger in making the desired stroke.
The beginning of the second stroke is indicated by a pair of
contrastingly colored triangle members 32 and 34 in tandem relation
with their apices pointed in the direction of the beginning of the
stroke. To facilitate the learner in ending the stroke at the
proper point, thereby defining stroke element 22, there is provided
an abutment or stop 36 which is also raised above the plane of the
card 8.
The third stroke element 38 is again in a straight line at an angle
originating in the third portion 29 of stroke element 22 and moving
downwardly and to the right as shown in FIG. 1. Again, the stroke
element 38 includes a series of inclined plane finger slides 40 of
similar geometric configuration to the finger slides 14, 24, and
28. These are arranged with their cliff portions 42 so as to
encourage movement in the direction downwardly and to the right and
to resist movement of the finger upwardly and to the left. A stop
44 of similar construction to the stop 20 on stroke element 10 is
also provided to indicate the termination of the stroke 38. Again,
to indicate that the stroke 38 is the third stroke to be made,
there are provided three contrastingly colored triangular members
46, 48, and 50 with their apices aligned and indicating a direction
of movement downwardly and to the right. In order to aid in visual
orientation of the letter with respect to guidelines, there may be
printed on or applied to the surface of the card 8 guideline
indicators 52, 54, and 56. To slightly differentiate the plane of
the stroke elements 10, 22, and 38 from the plane of the card 8,
they may desirably be raised a few thousandths of an inch out of
the plane of the card, and the finger slides, e.g., slides 14,
embossed therefrom. In FIGS. 1-4, the stroke elements 10, 22, and
38 are shown slightly raised. This aids in applying color to the
stroke elements and also provides a noncompulsory physically
detectable indication of the proper path.
It will be observed from FIGS. 1-4 inclusive that restraint against
deviation of the finger from the stroke path is not provided and
thus the student must consciously attend to maintaining his finger
along the path in contradistinction to the structures of the prior
art noted above. A conscious effort must be made to re-enter the
path and to continue the stroke properly.
Referring now more particularly to FIGS. 5 and 6, there are certain
occasions in the drafting of intelligence characters where a given
stroke element must be retraced. To accommodate this event, the
present invention provides for bidirectional inclined plane finger
slides such as shown in FIGS. 5 and 6. There is here shown, for
example, bi-directional finger slides 60 having at each end thereof
a raised portion or crown 62. Instead of an abrupt cliff as shown
in FIG. 4, the declining portion 64 moving off the crown 62 is
smoothly sloped to a bottom portion 66 and then smoothly upwardly
sloped to the next succeeding crown 62a. It will be seen that when
the finger is moved either to the right or to the left,
interference of the kind afforded by the cliffs 30 to reverse
movement is not encountered. Thus, retracing of the same portion of
a stroke element is readily accommodated.
FIG. 7 is a plan view of a device for teaching the formation of the
letter B and embodying a retraceable portion such as shown in FIGS.
5 and 6. The numerals used in connection with the description of
FIG. 1 are the same as those used in FIG. 7 where correspondence in
shape and function is found. The letter B is one similar to the
numeral 3 in requiring a retraced portion as above described. It is
quite clear that other modifications of the script being taught may
introduce variations from the very simple strokes illustrated in
the annexed drawings. More complex figures may have more retraced
portions, for example, than illustrated. Lower case script letters
provide examples of outlines involving considerably more in the way
of retraced portions. FIGS. 1-7, however, include basic stroke
elements from which all letters, numerals and other characters may
be formed.
FIG. 8 shows on a reduced scale cards as they might appear for the
letters A-F, inclusive, and indicating the order of forming the
strokes by the applied triangular indicia. The slides, stops and
retraceable sections are not shown as these are merely repetitive
of those already shown for the letters R and B. The finger slides
are of the same construction as shown in FIGS. 1-7, and the stops
at the end of the strokes are similar in construction to the stops
20, 44, and 36. FIGS. 9, 10, 11, 12, 13, and 14 show on a reduced
scale the balance of the alphabet and numbers in the same manner as
previously indicated. The inventive concept is present in
connection with each of the letters as shown. By utilizing the
sense of vision along with the sense of touch and the necessity for
decision, the student achieves a better image of the character
involved and the rules governing its formation to the ends that
learning is facilitated and performance improved with respect to
legibility and speed. While only block form letters of the Arabic
system of representation have been shown, it will be understood
that the principles of the present invention may be applied not
only to individual characters but also to combinations of
characters, e.g. the number 10 or the word "at", etc., as lower
case arabic letters and to characters of orthographies of other
languages.
* * * * *